摘要
本研究以Searle的言语行为理论、Brown和Levinson的礼貌理论、 Blum-Kulka语际语用学理论以及语用迁移理论为研究基础，在Blum-Kulka(1989)等人CCSARP研究框架下，通过问卷调查收集语料，旨在对新疆维吾尔族英语学习者和汉族英语学习者请求言语行为语用策略进行对比研究，分析两类不同英语学习者请求策略语用特征的异同及社会变量对学习者请求策略使用的影响，进而探究学习者母语语用迁移对学习者请求策略选择的影响。
本研究受试对象均为新疆少数民族地区在校大学生。调查组为维吾尔族英语学习者(UEL)和汉族英语学习者(CEL)，参照组分别为维吾尔族本族语者(US)、维吾尔族汉语学习者(UCL)与汉族本族语者(CS)，共五组受试，每组60人，共计300人，受试对象主要来自新疆4高校。采用开放式书面调查问卷即‘语篇补全测试’(DCT)。DCT样卷共包含18个大学生生活中所熟悉的情境，同时，使用社会变量评价表(Assessment of SocialVariable Questionnaire)作为互补性研究工具，每一情景中三个社会变量均划分为5个等级，以保证研究的可信度。所收集的语料按照Blum-Kulkal(1989)和Faerch与Kasper(1989等人的标注系统进行标注与统计，对比分析主要在请求策略类型、策略形式、请求内在限制语(词汇限制语与句法限制语)与请求外在限制展开。
主要研究结果如下：
第一，维吾尔族英语学习者和汉族英语学习者请求策略均归属于3种策略类型与9种策略形式。同时请求言语行为的实现方式还表现在6种词汇限制语和6种句法限制语与6种外在限制语的使用上。
第二，对比研究发现探询型策略为两类学习者首选策略形式，主要使用的请求词汇限制语与外在限制的使用呈现相对的一致性，即倾向使用礼貌标记语与表达说明原因型的外在限制语。但是两类学习者请求角色指向性存在差异，即分别倾向使用说者和听者角色指向性。
第三，社会变量(社会距离、社会权势、请求强加级别)对两类学习者请求策略形式与外在限制语的使用影响均不大，即均倾向使用探询型策略形式和表达说明原因型的请求外在限制语。但社会变量对两类学习者词汇限制语影响较大，即在不同社会变量不同语境中，学习者变换使用不同的词汇限制语。
第四，维吾尔族英语(L3)学习者在规约性间接策略类型与探询型策略形式的使用上均受其母语(L1)与二语汉语(L2)的影响，其中二语(L2)对三语(L2)的影响大于母语(L1)对三语(L3)的影响；在请求词汇限制语礼貌标记语的使用上，二语汉语(L2)与母语(L1)均对三语(L3)产生了影响但不显著；在请求外在限制语的使用上，母语(L1)对三语(L3)的影响较大。汉族英语学习者请求策略的使用受其母语语用迁移影响主要表现在请求策略形式、词汇限制语和外在限制语的使用上，即汉族英语学习者与其本族语者均倾向使用探询型规约性间接策略、礼貌标记语和说明原因型。
第五，在社会变量影响下(社会距离、社会权势、请求强加级别)，维吾尔族英语学习者请求策略的使用同时受学习者母语与二语汉语的影响。在三种不同社会变量因素影响，维吾尔族英语学习者对请求策略类型与策略形式的使用主要受其二语汉语的影响，请求词汇限制语受其母语与二语的影响但均不显著，请求外在限制语的使用主要受其母语的影响；汉族英语学习者请求策略的使用受其母语语用迁移影响较大，表现在探询型策略形式、请求词汇限制语中礼貌标记语以及请求外在限制语中说明原因型的使用上存在母语语用迁移。
On the basis of Searle’s speech act theory, Brown&Levinson’s polite theory, andinterlanguage pragmatic theory，this study aims at making a contrastive study of requeststrategies used by Uyghur English learners and Chinese English learners within the CCSARPresearch framework formulated by Blum-Kulka et al (1989). It analyzes the differences andsimilarities between the two groups of learners in the choice of request strategies andexamines the influence of social variables on the use of request strategies so as to explore howpragmatic transfer occurs from the native languages to the target ones in the use of requeststrategies by these two groups of learners.
The data were collected from a questionnaire of Discourse Complete Test (DCT). Theparticipants were university students from different parts of Xinjiang. The investigated groupswere Uyghur English learners (UEL) and Chinese English learners (CEL), while thecomparison groups were Uyghur native speakers (US), Uyghur Chinese learners (UCL) andChinese native speakers (CS). Each group consists of60participants, totaling300, who weremainly chosen from four universities in Xinjiang. The DCT in the present study consists of18situations which were considered to be familiar to the participants in their daily life.Assessment of Social Variable Questionnaire was also used as the complement instrument inorder to detect the influence of social variables on the use of request strategies. Each variable(social distance, social power, imposition) in each situation was rated on a five-point scale.The coding scheme for the present study was a version of the CCSARP scheme adapted fromBlum-Kulka et al.(1989) and Faerch&Kasper (1989). The contrastive analysis of requeststrategies was examined on four different dimensions: strategy type, strategy form, internal(lexical modification and syntactic modification) and external modification.
The main findings in the rearch are presented as follows:
First, both Uyghur English learners and Chinese English learners shared much similarity,tending to use three request strategy types and nine request strategy forms. And the similartendency was also found in the use of internal and external modifications.
Second, the contrastive analysis finds that preparatory was the most preferred strategyform by both Uyghur English learners and Chinese English learners. And there is a relativeconsistency in the use of lexical and external modifications, such as the use of politenessmarkers and grounds, while the differences were also found respectively in the form ofspeaker perspectives by Uyghur English learners and in the form of hearer perspectives byChinese English learners.
Third, social variables (social distance, social power, imposition) exerted less influence on the use of request strategy forms and external modifications by both Uyghur Englishlearners and Chinese English learners. To be specific, the preparatory strategy form and theform of external modification for grounds were dominated by both groups of learners.However, social variables did exert a great influence on the use of lexical modifications invarious lexical forms.
Fourth, the overall use of request strategy types and forms, especial preparatory requestof Uyghur English learners shows that the influence from Chinese (L2) and Uyghur (L1) iscomplicatedly manifested, with a stronger influence from Chinese (L2). The influence fromUyghur (L1) and Chinese (L2) was also found on the use of lexical modification with lesssignificant difference. The influence manily from Uyghur (L1) was found on the use ofexternal modification. As for Chinese English learners, the influence from Chinese wasmanifested on the use of the request strategy forms, lexical modification and externalmodifications. To be specific, the preparatory strategy form, politeness markers of internalmodification and grounds of external modification were mainly used by both Chinese Englishlearners and Chinese native speakers.
Fifth，with the consideration of three social variables (social distance, social power andsocial imposition), the influence from both Uyghur (L1) and Chinese (L2) was found on theuse of request strategies by Uyghur English learners. To be specific, the influence fromChinese (L2) was found on the overall use of request strategy type and form. The influencefrom both Uyghur (L1) and Chinese (L2) was found on the use of lexical modification withless significant difference. The influence mainly from Uyghur (L1) was found on the use ofexternal modififcation. As far as Chinese English learners were concerned, the influence fromChinese was found on the use of request strategies, especial on the use of preparatory requeststrategy form, politeness markers of lexical modification and ground of external modification.
引文
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